| This dissertation uses the physics curriculum standard (syllabus) and curriculum plan (teaching plan) in the middle school as an entry point to study the evolution of the middle school physics curriculum policy (MSPCP).Theoretically speaking, it can deepen the understanding of interaction between science and education and also provide basis and reference for the MSPCP’development during the new period of our country.Firstly, this dissertation focuses on a macro study of the evolution history about the MSPCP of the People’s Republic of China (PRC); Secondly, it makes a concrete analysis of the evolution of the MSPCP from the curriculum arrangement, curriculum content, value orientation and the policy making; Finally, it is exploring the development strategy of the MSPCP in China based on summarizing the inherent logic in the evolution of the MSPCP.This dissertation is divided into seven chapters. From Chapter Ⅱ to Chapter Ⅶ are the main parts of this dissertation. They are as follows:Chapter Ⅰ explains the topic and significance of research, lists materials, research ideas, relevant academic history and core concepts.Chapter Ⅱ:through the study of the history of the background and implications of the previous school physics curriculum standards (syllabus) in PRC, the general context of the development of the MSPCP is teased out, and its inherent driving mechanism of policy change is summed up. The research shows the MSPCP in China has undergone the procedure:the transition from the Republican-learning USSR-independent exploration-Bringing Order out of Chaos-compulsory education-the new round of curriculum reform. Driving mechanism of policy changes is from the simple political driving toward the endogenesis of external institution.Chapter III mainly focuses on the two focal points of the curriculum arrangement: period and optional course. Firstly, a statistical research is performed on the evolution of period in high school physics class. Conclusions have shown that, generally speaking, the class period of junior high school physics class has slight change, high school physics class is undergoing a process from decline to rising. The subject curriculum’s altering in high school is the main factors in the changes of class period. Since the1980s, prescribed class period has failed in the actual implementation. Secondly, the analysis based on the historical institutionalism of the emergence and development of the system of physics optional courses in high school was performed. Studies have shown that:because of "examination-oriented education" system, centralized management and discipline of teaching mode, there is a path-dependence phenomenon in the implementation and development of our high school physics optional course system.Chapter IV studies the evolution of the course content by qualitative and quantitative analysis. Firstly, on the basis of reference Fensham and Wei Bing, who work on the similar study, we constructed a framework to analyze "the elite oriented education" and "the future citizenry oriented education" orientation of physics course, and then to do qualitative analysis of the "certain principle of teaching content" in previous curriculum standard (syllabus). Studies show that:with the implementation of the nine-year compulsory education and the concept of "science for the public" in science courses,"the future citizenry oriented education" values gradually have been valued by policy makers since1986. Secondly, taking high school physics for example, we made a quantitative statistical analysis on changes in the development of the specific content of high school physics curriculum. Researches have shown that the core concepts and laws are always incorporated to physics course, on the contrary, the incorporation of non-core knowledge and accompanied meanings is different in different periods. From1950to2003, the breadth and depth of physics course generally decreased. Furthermore,"the future citizenry oriented education" value has been implemented in specific content requirements.Chapter V makes qualitative and quantitative analysis about the "curriculum goal" and "teaching suggestion" of our previous curriculum standards (syllabus)from the "academic development","social development" and "student development" three dimensions, in order to discuss the value orientation of the MSPCP. Researches have shown that:the value orientation of "student development" is gradually becoming prominent in the MSPCP after1986.After2000, the MSPCP shows a fusion states with the three value orientations of "academic development","social development" and "student development".Chapter VI studies the history of the MSPCP formulation. Researches have shown that the composition of high school physics curriculum policy makers is relatively single before1978. After1978, with the diversification of structure of policy formulation, the constituting mode is gradually developed to public constituting model. In different historical periods, scientists are directly or indirectly involved in the making of the MSPCP with the role of approved person, consultant and policy maker.In chapter Ⅶ, on the basis of the study of the previous chapters, we summarize the characteristics of the MSPCP in different historical periods and note the paradigm shift is the context inherent of the evolution of the MSPCP. We further points that "evidence-based policy making" is a strategic choice of China’s basic education curriculum reform policy making based on historic reflection. |
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